Promoting Students’ Self-Regulated Learning Through Digital Platforms: New Horizon in Educational Psychology
American Journal of Applied Psychology
Volume 6, Issue 5, September 2017, Pages: 123-131
Received: Jun. 30, 2017; Accepted: Jul. 25, 2017; Published: Oct. 24, 2017
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Author
Ahlem Chelghoum, Department of English, Faculty of Foreign Languages, University of Badji Mokhtar, Annaba, Algeria
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Abstract
In the last few decades, Information and Communication Technologies (ICTs) and Self-Regulation have become topics of prime interest in education. ICTs, for instance, are nowadays widely used in English as a foreign language (EFL) classes for being effective tools in facilitating teaching and learning. On the other hand, self-regulated learning is broadly demanded toemphasise students’ autonomy and engagement in the learning process. With regard to educational psychology, self-regulated learning (SRL) has a notable effect on students’ cognition, metacognition, motivation, and behaviours. However, in self-regulated learning, unlike self-directed learning, the teacher is primarily involved in the students’ regulation practices. This creates a challenge to the teachers concerning their abilities to support self-regulation inside the classroom walls and in a limited time, especially with the rapid evolution of technology including online platforms. The major concern of this research paper lies in the ways that support students’ self-regulation. Therefore, it ultimately discusses how online platforms, the case of ‘Easyclass’ can strengthen students’ self-regulation skills in order to improve their achievement. It also tries to assist instructors in teaching students how to be effective self-regulated learners and promote their study skills and habits through technologies.
Keywords
ICT, Self-Regulated Learning, Motivation, Easyclass, Online Platforms, Educational Psychology
To cite this article
Ahlem Chelghoum, Promoting Students’ Self-Regulated Learning Through Digital Platforms: New Horizon in Educational Psychology, American Journal of Applied Psychology. Vol. 6, No. 5, 2017, pp. 123-131. doi: 10.11648/j.ajap.20170605.17
Copyright
Copyright © 2017 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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